I.

Content: First Grade Geometry Lesson #4 Time: 60+ minutes

A. Standards-
CCSS.MATH.CONTENT.1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the shares using
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter
of. Describe the whole as two of, or four of the shares. Understand for these examples
that decomposing into more equal shares creates smaller shares.
CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
National Content Standard
Knowing and using the central concepts, inquiry tools, and structures of content areas or
academic disciplines.
I. Early Learning in Mathematics SPA Standard
1. Children begin to develop processes and strategies for solving mathematical problems.
(HSCOF-M 3.1.1, 3.1.2)
1. Early Skills in Learning Technology SPA Standard
3. Children work cooperatively with others while using technology tools. (no HSCOF)

B. Enduring Understandings and Essential Questions
In our daily lives, when do we use fractions?
In what other ways can fractions be represented? (A center is created at the end)
When and why should we use fractions?
How accurate do fractions need to be?

C. Objectives-
Students will be able to cut out shapes and divide them into halves, thirds and fourths.
Students will be able to create and write their own story problems.

D. Real World Connection- Figuring out how and when we use fractions in our daily
lives and what they look like. Understanding that objects can be divided into equal parts
to share with others such as cookies, graham crackers, etc.
II. Assessment:

A. Formative Assessment: Observing the students answers to essential questions and
final products of their fold, cut, and pasting activity and how they develop their story
problems to make sense. Ask essential questions throughout instruction.
B. Summative Assessment: N/A

III. Instruction:

A. Anticipatory Set: Have students gather in one area in the room. Ask them to try to
divide themselves up in half, then in thirds and fourths (if possible with amount of
students in the class). If time permits, divide the class up into girls and boys. Have them
divide the girls in half and the boys in half. What do you notice about the number of
students in each group when we divide up into different fractions? When and why
should we use fractions?

B. Instructional Activities-
1. After the anticipatory set, have the students sit back down at their desks. Give each
child a copy of the page attached with four different shapes on it.
2. Review what they have been learning about how shapes can be divided into equal parts
whether it be in half, thirds or fourths depending on the shape.
3. Have the children cut out each shape and fold it in two equal parts. How accurate do
fractions need to be?
4. Next, they cut each shape in half, matching the halves to be sure they are equal, and
glue the halves on another sheet of paper. Label each part with a fraction. For example: If
you divide a circle in half, label one half and the other half .
5. Let students share the different ways they divided the square and rectangle in half.
6. Continue working on dividing shapes by giving each child another page that has four
different types of cookies on it.
7. Have the students color and cut out the cookies. Then, students divide each cookie into
equal parts by cutting on the dark lines. Have them find the cookie that is cut to be shared
with two people. Next, have them find the one cut for three people.
8. Discuss why the pieces are smaller when the number of people is larger. Ask the class
how many people can share the remaining large cookie. After that discussion, ask the
students, Where in our daily lives do we use fractions, or see fractions? They can use
these answers to formulate their story problems next.
9. Model creating a story using these cookies and ask the students to try to solve the
problem in partners. Ask them to raise their hands when they have an answer. Later, have
the children partner up to create their own story problems using these cut-up cookies, or
other objects that can be divided up into the fractions we have been learning. They can
use examples from the previous discussion about of how we use fractions in our daily
lives.
10. Model how to publish their stories on Wiki, and then have the students publish their
story problem on the class Wiki for all to read.
11. After everyone has published their story, we will Skype our friends from another
school and share in attempt to solve one anothers story problems. We may not get
through everyones, but if students want to keep problem solving, they can always go on
our Wiki at home and practice.
12. Have a center set up that includes an authentic use of fractions. This authentic use
would be a tub of rice and measuring cups. They students can practice filling the cups up
to , 1/3, and of a cup. Encourage parents to include their children when they are
cooking, especially if they are using a measuring cup.

i. Differentiation- The anticipatory set is visual, activities are hands-on, and the students
get to partner up to create their own story problem using specific manipulatives. For
lower level, pre-cut the shapes and cookies. Have them partner up with a higher-level
cognition student for guidance. For higher level, have these children determine whether
or not they can divide these shapes into thirds or fourths after they cut it in half. If
possible, have them do that, then glue onto a separate piece of paper. If that isnt
challenging enough, give them more difficult shapes such as a heart, star, or diamond.
ii. Higher Level Cognition- Evaluating- Let these students review and comment on
other students story problems in helping others to better their work.
iii. Lower Level Cognition- Understanding- Let these students write a blurb on the
Wiki comparing and contrasting fractions. This will enhance their understanding of the
fractions we have talked about.
iiii. Technology- Publishing story problems on Wiki using computers or iPads.

C. Gradual Release Techniques-
Teacher- Review the meaning of halves, thirds, and fourths.
We- Divide the class up together into halves, thirds, or fourths.
Students- Fold, cut and paste shapes into as many equal parts possible. Color and cut
cookies and determine which one could be shared with two, three, or four people. Create
story problems and publish them on the Wiki. This was modeled in instruction.

D. Materials-
-Shape Outline Cards Page
-Paper
-Scissors
-Glue
-Large Cookie Page
-Coloring Materials
-Computers or iPads
-Skype
-Socrative

E. Closure- Give the students an opportunity to answer questions on their iPad app
Socrative on the key lessons of the day. This will give me information on how well they
are understanding or not understanding the key concepts. Let the students know there will
be an assessment the next day on what they have been learning all week about shapes and
fractions.

IV. Reflection: I think the children are exposed to a lot of hands on activities, social
grouping, and technology in this lesson. It may be too much, and I may need to dial it
down sometime in the future.
A. What will they and I do next and why? They will listen to a story and manipulate
shapes according to the action of the story. After, let the class try and solve the story
problems made the day before. One child reads the problem while the partner shows how
the cookies would be divided in shares. This can be done one at a time by groups taking
turns in front of everyone so that the class can see how the problem is being solved. This
will be demonstrated when I read a story while the students manipulate objects given
during the story. Lastly, the students will take an assessment.
Resources
Hands-On Math. Manipulative Activities for the Classroom.
Creating Teaching Press. 1994.